Its a continuous process
Focuses on closing the gap - response to the evidence and through feedback
Evidence
Adapting teaching to students needs
Students adjusting their current learning tactics
There is no single way to do formative assessment
Students need to feel safe to say they don't understand something to recieve constructive criticism
Its a partnership between student and teacher
Student learning gains from formative assessment for eduational interventions
Feedback is used to improve learning
Assessment should be used to help students learn and not for rewards and punishments
** -- This may signal a change in practice:
For the students rather than to students
Students adjust their curent learning tactics
Using evidence about student learning and realize further evidene will be necessary
Feedback must answer
Where am I going?
How am I going?
Where to next?
Peers can also provide feedback
Teacher selects another gap after one closes
C -- Connections to the CORI framework:
Learning goal identifies what the students will learn during the course of the lesson or lessons
We have targeted tasks rather than "lots of good stuff'"
Scaffolding
? -- Questions we have:
How do we keep track of each student as they close the gaps, since students will be at different levels?
Do we move on to other things while others still haven't closed the previous gaps?
Collaborative Notes
! -- Important Points:
Its a continuous processFocuses on closing the gap - response to the evidence and through feedback
Evidence
Adapting teaching to students needs
Students adjusting their current learning tactics
There is no single way to do formative assessment
Students need to feel safe to say they don't understand something to recieve constructive criticism
Its a partnership between student and teacher
Student learning gains from formative assessment for eduational interventions
Feedback is used to improve learning
Assessment should be used to help students learn and not for rewards and punishments
** -- This may signal a change in practice:
For the students rather than to studentsStudents adjust their curent learning tactics
Using evidence about student learning and realize further evidene will be necessary
Feedback must answer
- Where am I going?
- How am I going?
- Where to next?
Peers can also provide feedbackTeacher selects another gap after one closes
C -- Connections to the CORI framework:
Learning goal identifies what the students will learn during the course of the lesson or lessonsWe have targeted tasks rather than "lots of good stuff'"
Scaffolding
? -- Questions we have:
How do we keep track of each student as they close the gaps, since students will be at different levels?Do we move on to other things while others still haven't closed the previous gaps?